Abstract
Scientific literacy is one of the main and key aspects of facing various challenges in the 21st century. Building students' scientific literacy does not mean making every student a future scientist. However, this is more about building their knowledge of science and technology to play a role in making choices that impact the survival of life today and in the future. This study aimed to analyze the scientific literacy skills of Islamic Junior High School students in Indonesia by using PISA questions from the previous year and finding out their perceptions of PISA academic literacy questions. This study used a sequential explanatory research method with a mixed quantitative and qualitative approach. A total of 150 students from eight Islamic Junior High Schools in West Sumatra and DKI Jakarta Provinces in Indonesia were selected using a purposeful sampling technique. The instruments used are scientific literacy tests to collect quantitative data, interview guides, and open questionnaires for qualitative data. The quantitative data obtained were analyzed by descriptive statistics, while the qualitative data were analyzed by thematic analysis. The results show that the science literacy score of Indonesian Students in Islamic Junior High schools value of Islamic Junior High School students is lower than the average value of the OECD countries and the United States. Then, the students also thought that the scientific literacy questions tested were difficult because they rarely got similar questions. This results also suggest that several factors cause the low literacy scores of Islamic junior high school students, namely their lack of habit of working on similar questions, the limited number of teachers in giving questions that promote critical and analytical thinking skills and the low desire of students to read and explore knowledge other than what they get in school.
Highlights
Advances in science and technology have caused humans to be free from challenges in this digital era
Building millennial scientific literacy does not mean making every student a future scientist. This is more about building their knowledge of science and technology to play a role in making choices that impact the survival of life today and in the future
This research is expected to have added value, for example, the contribution of information and knowledge related to topics that have never been published before, namely the scientific literacy ability of Islamic schools Tsanawiyah students in the country assessed based on the framework issued by Program for International Student Assessment (PISA)
Summary
Advances in science and technology have caused humans to be free from challenges in this digital era. This research is expected to have added value, for example, the contribution of information and knowledge related to topics that have never been published before, namely the scientific literacy ability of Islamic schools Tsanawiyah students in the country assessed based on the framework issued by PISA. The National Academy of Sciences (1995) defines scientific literacy as knowledge and understanding of scientific concepts and processes necessary for personal decision making, participation in civic and cultural affairs, and economic productivity) suggests that scientific literacy, in a narrow sense, is the ability to read and write scientific publications These various definitions indicate that many scholars have attempted to define the term scientific literacy; there is no universally accepted definition (DeBoer, 2000). A simple description of the explanatory sequential method used can be seen from the flowchart image below
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